This study examines the role of not-knowing, particularly ignorance and irony, in our project of becoming persons. First, I draw upon Jean-Jacques Rousseau to articulate the concept of becoming a person. Considering Emile’s education as well as Sophie’s in Emile, I interpret becoming a person as cultivating the masculine (autonomy) and feminine (relationality), which enable us to live for ourselves and for others in a society. I then argue that ignorance and irony play a key role in our continuous project of becoming persons in childhood and adulthood, respectively. I draw upon Rousseau to discuss ignorance. Ignorance refers to the complete ignorance of things that do not originate from the child’s immediate experience. I focus on Rousseau’s notion that ignorance secures an open mind, which enables a child to begin a relationship with nature, things, and others. I draw upon Jonathan Lear to discuss irony. Irony refers to the loss of one’s routine understanding of her practical identity (social role), which inspires her aspirational understanding of the identity. I focus on Lear’s idea that irony allows an adult to keep an open mind, which enables her to be a subject in a social role, who continues to constitute herself via the role. Thus, I propose a model of becoming a person, in which ignorance and irony play the key role in forming and transforming a person, respectively, by securing an open mind as a person in childhood and adulthood, respectively. Lastly, I explore the application of this model to higher education today. I argue that ignorance and irony can be discussed not only as the two stages of life (childhood and adulthood) but also as the two phases of growth (formation and transformation) which can be concurrent in (young) adulthood. I then propose a pedagogy centered around ignorance and irony, which allows students to learn to become persons in formative and transformative ways. I suggest that this can be a model of moral education in higher education, which not only responds to the current mental health crisis but also revives the tradition of liberal education.

Kreativität – die Generierung und Verwertung von Ideen – und Psychopathologie werden schon seit langem miteinander in Verbindung gebracht. Jedoch wurde der Einfluss interkultureller Faktoren bisher weitgehend in der Fachliteratur ignoriert. Die vorliegende Dissertation zeigt, dass (1) Kreativität und Selbstverwirklichung kaum miteinander assoziiert sind, dass (2) Kreativität allerdings stark mit schizotyper Persönlichkeitsstörung verbunden ist, jedoch zeigen Menschen mit schöpferischen Leistungen verminderte Schizotypie-Symptome und es gibt einen Geschlechterunterschiede. Deshalb zeigt diese Dissertation (3), dass die Assoziation zwischen Kreativität und Schizotypie durch einen kulturellen Faktor (Deutsch, Russisch) moderiert wird. Die Ergebnisse werden diskutiert im Hinblick auf die kultur-unabhängige Validität der Konstrukte Kreativität, Schizotypie und Selbstverwirklichung, hinsichtlich psychometrischer Probleme bei der Erfassung dieser Konstrukte und hinsichtlich der Rolle für die allgemeine und spezifische mentale Gesundheit. Zukünftige Studien sollten eine wie hier vorgeschlagene Unterscheidung zwischen schöpferischen Leistungen und Kreativität als kognitives Konstrukt bzw. als Teil psychopathologischer oder persönlichkeitsrelevanter Aspekte vornehmen. Darüber hinaus sind die Hinzunahme von Aspekten, die Kultur, Geschlecht und Alter unterscheiden, sinnvoll. Unsere Resultate leisten einen Beitrag zur kulturellen Psychologie, indem sie das Wissen erweitern, wie die Kreativität-Schizotypie Assoziation durch kulturelle Faktoren beeinflusst wird und inwieweit schöpferische Leistungen und kognitive kreative Fähigkeiten diesbezüglich divergieren. Dies bedeutet, dass der humanistische Ansatz unterstützt wird, welcher zeigt, dass Selbstverwirklichung und kreative Fähigkeiten nicht unmittelbar auf ähnliche Persönlichkeitseigenschaften zurückzuführen sind. / Creativity – the generation of novel and appropriate ideas – and psychopathology have been associated for a long time. However, the impact of cross-cultural influence has been somewhat neglected in the literature. The present dissertation demonstrates that (1) creativity is barely related with self-actualization and that, nevertheless, (2) creativity has a strong association with schizotypal personality disorder. However, people with real-life creative achievements showed decreased schizotypy and there are gender differences regarding creative capacities. (3) The creativity – schizotypy link is likely to be moderated by cultural differences between Russians and Germans. Results are discussed with regard to culture-independent validity of the constructs creativity, schizotypy, and self-actualization, with regard to the problem of psychometrical assessment of these constructs, and with regard to a role of creativity in good mental health. Future studies might account for how real-life creativity differs from cognitive creative abilities in other psychopathological and personality aspects, how culture influences the creativity – self-actualization association, and whether the association of creativity with schizotypy and self-actualization is consistent in other age groups. Conclusively, these results contribute to cultural psychology of creativity by extending how the creativity – schizotypy association varies between cultures, as well as by pointing out the differences between real-life creative achievements and cognitive creative abilities. Furthermore, the results extend the humanistic approach showing that self-actualization and creative abilities may not rely on similar personality characteristics.

The aim of this research is to show theoretical similarities between emotional intelligence and self-actualisation. The empirical results give evidence of the relationship between these two concepts. An assessment battery consisting of the BarOn Emotional Quotient Inventory (BarOn EQ-i), an emotional intelligence instrument and the Personal Orientation Inventory (POI), a self-actualisation instrument was used to measure the concepts of emotional intelligence and self-actualisation. A sample of 71 employees was assessed using psychometric tests and a biographical questionnaire. The data was collected over a period of four months. The statistical methods used in this research focus on quantitative measurement. Calculations are mainly done with t-tests and Pearson's product moment correlation coefficient. The empirical results of this research give partial evidence of the correlation between emotional intelligence and self-actualisation. Positive relationships between various factors of emotional intelligence and self-actualisation were found. / Industrial & Organisational Psychology / M.A.(Industrial Psychology)

Text in Afrikaans / Summaries in English and Afrikaans / The purpose of the study was to determine the contribution Edu-K can make to the way that people are able to actualise themselves. Two literature studies were done. The first literature study dealt with the existing theories on self actualisation. After this study a list was drawn up that consisted of the characteristics of the actualiser. The second literature study dealt with the Seven Dimensions of Intelligence, as described by Edu-K. A connection was drawn between the characteristics of the actualiser and the Seven Dimensions. A clear connection was drawn theoretically between the characteristics of the actualiser and the seven dimensions. The empirical study also shows an improvement in the academical performance as well as the characteristics of the actualiser. / Die doel van hierdie studie is om te bepaal watter bydrae Edu-Kinesiologie (Edu-K) kan lewer tot die bereiking van selfaktualisering, veral op akademiese gebied Vir die verkenning is twee literatuurstudies gedoen. Die eerste literatuurstudie het gehandel oor die teoriee wat bestaan oor selfaktualisering. Na hierdie studie is 'n vraelys oor eienskappe wat kenmerkend van selfaktualiseerders is, saamgestel. Die tweede literatuurstudie het gegaan oor die Sewe Dimensies van lntelligensie wat deur Edu-K beskryf word, en daar is 'n verband getrek tussen die Sewe Dimensies en die eienskappe van selfaktualisering. Daar is teoreties 'n duidelike verband getrek tussen selfaktualisering en die Sewe Dimensies van lntelligensie. Die empiriese studie het ook aan die lig gebring dat daar 'n verbetering in akademiese prestasie, sowel as eienskappe van selfaktualisering is na terapie. / M. Ed.(Guidance and Counselling)

Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool. Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram in die brandpunt van die studie gestel. Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is. Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering aan die adolessente begaafde seun wat onderpresteer. Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle word in die Akkumulatiewe BINGO-Plantabel vervat. Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the secondary school Research shows that more boys than girls experience these problems and consequently their full potential is not realised. Hence the focus on an effective assistance and support programme. Literary studies show that many existing support programmes target the primary school pupils and that South Afiican support programmes are limited. The aim of the study focuses on assistance to the gifted adolescent boy who underachieves, through an interdisciplinary team approach. The two questionnaires facilitate identification of the unique problems and needs of the child and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for assistance. Support is intensive on a one-to-one basis and must be according to orthodidactic and orthopedagogical principles. Continuous involvement with the educand leads to an accurate evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)

Text in Afrikaans / Verpleegktmdiges het 'n etiese en professionele verantwoordelikheid om elke bej aarde se reg op selfbeskikking te erken, bulle in die uitvoering daarvan te ondersteun en op volgehoue basis te ontwikkel met die oog op die bereiking van die hoogste moontlike vlak van onafhanklikheid in die daaglikse lewe. Die doel van hierdie studie was om die mate te bepaal waarin professionele verpleegkundiges werksaam in geregistreerde, gesubsidieerde tehuise vrr bejaardes in die Pretoria-omgewing hierdie verantwoordelikl1eid uitleef Ontleding van die data, wat deur 'n vraelys ingewin is, dui daarop dat verpleegktmdiges sonder twyfel die bejaarde se reg op selfaktualisering erken. V erpleegkundiges ervaar egter onsekerheid oor die praktiese wyse van selfsorgondersteuning sowel as die wenslik11eid van gesondheidsbevordering by die gelnstitusionaliseerde bejaarde. Ten einde die sinvoll1eid van die gelnstitusionaliseerde bejaarde se bestaan te verseker, sentreer die belangrikste aanbevelings in hierdie studie rondom die voorsiening van opleidingsprogramme aan gerontologiese verpleegktmdiges asook gesondheidsvoorligting aan die bejaarde self / Nurses have an ethical and a professional responsibility to acknowledge the elderly's right to self-determination, to support them in this regard and to ensure ongoing development so that they may attain the highest possible level of independence in their daily life. The purpose of tllis study was to determine to what extent nurses working in registered, subsidized homes for the aged in the Pretoria area live up to tllis responsibility. Analysis of tl1e data, obtained by questimmaire, has clearly shown that nurses acknowledge the right of the elderly to self-actualization, but they feel uncertain about the practical ilnplementation of self-care support and tl1e desirability of promotil1g health amongst the il1stitutionalized aged. In order to ensure that tl1e institutionalized aged person leads a meanil1gfullife, the mail1 recommendations of tllis study centre on providil1g educational progrmes for gerontological nurses as well as health education for the elderly. / Health Studies / M.A. (Nursing)

This study focuses on the concept of resilience, and seeks to determine the nature, and role, of personal attributes in adolescents' ability to bounce back from life's blows, and continue determinedly along the path of self-actualisation. The personal attributes impacting on the ability to surmount life's challenges are delineated by an empirical study focussing on twenty learning-disabled adolescents, half of whom demonstrate resilience, and half of whom appear to have turned their backs on self-actualisation. The study aims to provide educational psychologists with an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study delineate nine definite personal attributes which anchor resilience and promote self-actualisation, despite obstacle-ridden circumstances. Furthermore, results suggest that personal choice underlies resilience, implying that intervention targeted at inculcating resilience may well be a worthwhile exercise. / Psychology of Education / M.Ed.(Guidance and Counselling)

Text in English / The aim of this research was to explore the contribution spiritual intelligence has made to leadership in the public sector; in an effort to encourage further debates about the legitimacy of spiritual intelligence in the workplace. The research design followed in this study is qualitative. The target population of this study were the leaders of the Free State Department of Education who have had self-acknowledged spiritual intelligence experience in their leadership context. The construct `spiritual intelligence` is a relatively complex phenomenon; hence the participants were recruited through a snowball sampling technique. The findings of this study revealed that spiritual intelligence contributes to leadership in the public sector. This study revealed that there is an association between leadership and spirituality and spiritual intelligence according to the subjective views of the participants. This suggests that researchers need to recognise the core component of internal development of leaders. The research attempted to bring about this type of awareness into the corporate world, and hopefully a valuable contribution will be made to future leadership attitudes, leadership styles, and working environment. / Psychology / D. Litt. et Phil. (Consulting Psychology)

Thesis (MTh) -- Stellenbosch University, 1996. / ENGLISH ABSTRACT: Grief pastorate often has the shortcoming where the ministry strategy focuses more on short term involvement than a long term accompaniment. The minister's involvement necessarily focuses on the crisis around the initial shock phase. The duration of the grief process is hardly predictable. The pastor must therefore follow a long term approach. This long term approach must set about in earnest with the interdependence of the grief process on the one hand and on the other hand a growth process. Such an approach can be characterised as a pastoral growth model where Clinebell's growth model is used as the basis. The aim of this pastoral growth model is the development of spirituality. Spirituality is understood as the total human life in communion with God and that includes the following aspects: Identity, intimacy, sinfulness, lordship, mortality, holiness and commitment. Through the holistic character of spirituality the mourner is addressed in totality- in his or her total humanness. This eliminates the danger where the pastorate is guilty, on the one hand of emphasis of the spiritual aspect, on the other hand the human aspect of man. A pastoral growth model for the development of spirituality during grief is a comprehensive, well-grounded pastoral model which could be made use of successfully during grief pastorate. / AFRIKAANSE OPSOMMING: Rousmartpastoraat het dikwels die tekortkoming dat die bedieningstrategie meer op korttemyn betrokkenheid ingestel is as op 'n langtermyn begeleidingsproses. Die predikant se betrokkenheid fokus hoofsaaklik op die krisis random die aanvanklike skokfase. Die duur van die rouproses is moeilik voorspelbaar. Die pastor moet daarom 'n langtermyn benadering volg. Hierdie langtermyn benadering moet erns maak met die interafhanklikheid van enersyds die rouproses en andersyds 'n groeiproses. So 'n benadering kan tipeer word as 'n pastorale groeimodel waar Clinebell se groeimodel as basis gebruik word. Die doelstelling van hierdie pastorale groeimodel is die ontwikkeling van spiritualiteit. Spiritualiteit word verstaan as die totale menslike lewe in gemeenskap met God en dit sluit die volgende aspekte in: ldentiteit, intimiteit, sondigheid, heerskappy, sterflikheid, heiligheid en verbondenheid. Vanweë die holistiese karakter van spiritualiteit word die treurende in geheel aangespreek- in sy of haar totale menswees. Dit skakel die gevaar uit dat die pastoraat skuldig kan wees aan ‘n beklemtoning van enersyds die geestelike aspek of andersyds die menslike aspek van die mens. 'n Pastorale groeimodel vir die ontwikkeling van spiritualiteit tydens rousmart is 'n omvattende, begronde pastorale model wat met groot vrug gebruik kan word tydens rousmartpastoraat.

Thesis (MEdPsych)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The study was undertaken to identify internal and external assets of a ten year- old girl with Down Syndrome. The assets include those of the individual and the broader community. The learner’s assets, in her immediate environment, was difficult to identify because of minimal exposure to community activities. A list of assets were compiled and the 40 Developmental Assets as researched by the “Searched Institute of Minneapolis” (Roehlkepartain & Leffert, 2000), served as key elements for the cartographic listing of the assets of the learner with Down Syndrome. In this research, the asset-based approach was used as a framework. A qualitative research design was used for the research where the learner was observed in her natural environment. The learner was observed at school and at home with the aim to identify assets. During the research the parents as well as the school was empowered by shifting their focus from the learner’s needs and shortcomings to the learner’s strengths, abilities and talents. The identifying of the new assets will enable the learner to improve her socialising skills and allow her to improve her self-care. The results of the research show that the parents and the school developed a more positive attitude with regard to the identification and mobilization of assets of learners with disabilities. / AFRIKAANSE OPSOMMING: Die studie is onderneem om interne en eksterne bates by 'n leerder met Downsindroom te identifiseer. Die bates sluit nie net diè van die individu in nie, maar neem ook die bates wat in die breër gemeenskap bestaan, in ag. Die leerder se eksterne bates in haar onmiddellike omgewing was moeilik identifiseerbaar, omdat sy weinig blootgestel word aan gemeenskapsaktiwiteite. 'n Lys van bates is saamgestel en die 40 Ontwikkelingsbates soos deur die "Search Institute of Minneapolis" (Roehlkepartain & Leffert, 2000) nagevors, is as sleutelelemente gebruik vir die kartografering van die bates vir die leerder met Downsindroom. In hierdie navorsing is die bate-gebaseerde benadering as 'n raamwerk gebruik. 'n Kwalitatiewe navorsingsontwerp is vir hierdie navorsing gebruik waar die leerder in haar natuurlike omgewing waargeneem is. Die leerder is by die skool en by die huis waargeneem met die doel om bates te identifiseer. Tydens die navorsing is die ouers en die skool bemagtig deur hul fokus te verskuif vanaf die leerder se behoeftes en tekorte na die leerder se sterkpunte, vermoëns en talente. Die identifisering van die nuwe bates by die leerder sal haar sosialiseringsvaardighede verbeter en haar in staat stel om veral haar selfversorging te verbeter. Die resultate van die navorsing dui daarop dat die ouers en die skool 'n meer positiewe houding ontwikkel het ten opsigte van die identifisering en mobilisering van bates by leerders met gestremdhede.